The academy is often described as an ivory tower, isolated from the community surrounding it. Presenting the theory, vision, and implementation of a socially engaged program for the Department of Human and Organizational Development (HOD) in Peabody's College of Education and Human Development at Vanderbilt University, Academics in Action! describes a more integrated model wherein students and faculty work with communities, learn from them, and bring to bear findings from theory and research to generate solutions to community problems.Offering examples of community-engaged theory, scholarship, teaching, and action, Academics in Action! describes the nuanced structures that foster and support their development within a research university. Theory and action span multiple ecological levels from individuals and small groups to organizations and social structures. The communities of engagement range from local neighborhoods and schools to arenas of national policy and international development.Reflecting the unique perspectives of research faculty, practitioners, and graduate students, Academics in Action! documents a specific philosophy of education that fosters and supports engagement; the potentially transformative nature of academic work for students, faculty, and the broader society; and some of the implications and challenges of action-oriented efforts in light of dynamics such as income inequality, racism, and global capitalism. This edited volume chronicles teaching, research, and community action that influences both inside and outside the classroom as well as presents dimensions of a participatory model that set such efforts into action.
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Academîcs în Actîon!
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Academîcs în Actîon! a m o d el f o r co mmuni t y- en g a ged r e se a r c h , t e a c hin g , a nd ser v i c e
Sandra L. Barnes, Lauren Brînkley-Rubînsteîn, Bernadette Doykos, Nîna C. Martîn, and Allîson McGuîre Edîtors
f or dh a m u n i v e r s i t y p r e s s New York
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Lîbrary o Congress Cataogîng-în-Pubîcatîon Data
Names: Barnes, Sandra L., edîtor. Tîte: Academîcs în actîon! : a mode or communîty-engaged research, teachîng, and servîce / edîted by Sandra L. Barnes, Lauren Brînkey-Rubînsteîn, Bernadette Doykos, Nîna C. Martîn, and Aîson McGuîre. Descrîptîon: Fîrst edîtîon. | New York : Fordham Unîversîty Press, [] | Incudes bîbîographîca reerences and îndex. Identîfiers: LCCN | ISBN (coth : ak. paper) | ISBN (pbk. : ak. paper) Subjects: LCSH: Actîon research în educatîon. | Communîty and schoo. | Dewey, John, –. Cassîficatîon: LCC LB. .A | DDC .—dc LC record avaîabe at http://ccn.oc.gov/
Prînted în the Unîted States o Amerîca
Fîrst edîtîon
Contents
Introductîon Sandra L. Barnes, Lauren Brînkley-Rubînsteîn, Bernadette Doykos, Nîna C. Martîn, and Allîson McGuîre
par t i: theories, fr ame works, and t went y-firs t century de we yism John Dewey, Partîcîpatory Democracy, and Unîversîty-Communîty Partnershîps Robert Innes, Leîgh Gîlchrîst, Susan Frîedman, and Krîsten Tompkîns The Ethîca Foundatîons o Human and Organîzatîona Deveopment Programs: The Ethîcs o Human Deveopment and Communîty Across the Currîcuum Paul R. Dokeckî, Mark McCormack, Hasîna Mohyuddîn, and Lînda Isaacs
par t ii: implic ations and responses: ac ademics in ac tion! Usîng Research to Guîde Eforts to Prevent and End Homeessness Marybeth Shînn, Lîndsay S. Mayberry, Andrew L. Greer, Benjamîn W. Fîsher, Jessîca Gîbbons-Benton, and Vera S. Chatman Ecoogîca Research Promotîng Posîtîve Youth Deveopment Carol T. Nîxon, Bernadette Doykos, Velma McBrîde Murry, Maury Natîon, Nîna C. Martîn, Alley Pîckren, and Joseph Gardella Puttîng Boyer’s Four Types o Schoarshîp înto Practîce: A Communîty Research and Actîon Perspectîve on Pubîc Heath Lauren Brînkley-Rubînsteîn, Vera S. Chatman, Laurel Lunn, Abbey Mann, and Craîg Anne Heflînger
vi contents
Conductîng Research on Comprehensîve Communîty Deveopment Inîtîatîves: Baancîng Methodoogîca Rîgor and Communîty Responsîveness Kîmberly D. Bess, Bernadette Doykos, Joanna D. Geller, Krîsta L. Craven, and Maury Natîon
par t iii: ac ademic s truc tures that fos ter synergy, coll abor ation, and courses The Fîed Schoo în Intercutura Educatîon as a Mode or Internatîona Servîce-Learnîng and Coaboratîve Actîon-Research Traînîng Holly L. Karakos, Benjamîn W. Fîsher, Joanna Geller, Laurel Lunn, Neal A. Palmer, Douglas D. Perkîns, Nîkolay Mîhaylov, Wîllîam L. Partrîdge, and Sharon Shîelds Creatîng a Mosaîc o Reîgîous Vaues and Narratîves: Partîcîpant-Researcher Roes o an Interaîth Research Group Seekîng to Understand Interaîth Organîzatîons Hasîna Mohyuddîn, Mark McCormack, Paul R. Dokeckî, and Lînda Isaacs Internshîp: Sîtuated Learnîng în the Department o Human and Organîzatîona Deveopment Heather L. Smîth, Vîctorîa J. Davîs, Marybeth Shînn, and Stephanîe Zuckerman Can Synergy Across Theory, Pedagogy, and Practîce Guîde Proessîona Educatîon? The Communîty Deveopment and Actîon and Human Deveopment Counseîng Graduate Experîences Andrew Fînch, Oluchî Nwosu, Gîna Frîeden, Emîly Hennessey, Craîg Anne Heflînger, Allîson McGuîre, Sarah V. Suîter, Emîly Burchfield, Nîna C. Martîn, Lînda Isaacs, Lauren Brînkley-Rubensteîn, Paul Speer, Abbey Mann, Sharon Shîelds, Neal Palmer, Bethany Pîttman, and Sandra L. Barnes Concusîon: Academîcs în Actîon—Brîdgîng Prîncîpes and Practîce!
About the Edîtors Index
Academîcs în Actîon!
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Introductîon
s a n dr a l . b a r n es, l au r e n br i n k l e y ru binst ein, ber na det t e d oy kos, n ina c. m a rt in, a n d a l l ison mcgu ir e
Ideas are worthess except as they pass înto actîons whîch rearrange and reconstruct în some way, be ît îtte or arge, the word în whîch we îve.
1 —John Dewey,
Town versus gown—pubîsh or perîsh. The academy îs oten de-scrîbed as an îvory tower, îsoated rom the communîty around ît. Thîs 2 edîted voume descrîbes a more întegrated mode or the academy whereîn students and acuty work wîth communîtîes, earn rom them, and brîng to bear findîngs rom theory and research on generatîng sou-tîons or sovîng communîty probems. Because socîa probems are not the provenance o any one dîscîpîne, the mode îs înherenty înterdîscî-pînary, whereîn theory and actîon span mutîpe ecoogîca eves rom îndîvîduas and sma groups to organîzatîons and socîa structures. The communîtîes o engagement range rom oca neîghborhoods and schoos to arenas o natîona poîcy and înternatîona deveopment. These orms o engagement requîre careuy crated înstîtutîona structures and în-tentîonay monîtored processes or support. Thîs voume ofers exampes o communîty-engaged theory, schoarshîp, teachîng, and actîon and de-scrîbes the nuanced structures that oster and support theîr deveopment wîthîn a research unîversîty. Exampes are drawn rom the Department o Human and Organîzatîona Deveopment (HOD) at Vanderbît Unîversîty’s
. FromReason and Teachîngby Israe Scheler (). New York: Routedge Press, p. . . Thîs voume reflects the edîtorîa eforts o a first edîtor (Sandra L. Barnes) and a team o second edîtors. The our-person group o second edîtors (Aîson McGuîre, Nîna C. Martîn, Bernadette Doykos, and Lauren Brînkey-Rubînsteîn) made equa con-trîbutîons toward the competîon o thîs voume.